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Students focus on the relationship of art to society, politics, culture and history. We also examine the relationship of art, especially sculpture, to our immediate physical environment, which includes architecture, landscape and urban planning. Supported by survey lectures on Twentieth Century art and through workshops, students study concepts related to curating and commissioning such as site specificity and the role of public sculpture. Students use this knowledge to present projects about Art & Context during the semester with a special emphasis on Artists tackling Global Issues. Students develop the following English language skills: listening and note taking, reading, writing, seminar participation, debate and presentation. Students who intend to major in Art History, Architecture, Modern History, Philosophy, Design, Media, Urban Planning and Entrepreneurship etc. will especially benefit from this course. It is best suited to students who are comfortable taking instruction and participating in class in English.
Students learn techniques and skills to enable them to successfully deliver presentations to audiences in English. We focus on presentation formats including; objects, processes and problem & solutions. Students focus on delivery, research and multimedia use. They are introduced to public speaking and learn how to suitably address groups, use non-verbal communication, project the voice and logically structure presentations. Subject to approval, students choose their own topics-the only stipulation is that all topics must have some connection to relevant global issues and specific reference must be made the United Nation’s Sustainable Developments Goals. During the semester there are two group presentations and one individual presentation. At the end of the course, students should be able to give well structured, media assisted presentations in English.
In this class, you will read (in Japanese) and discuss (in English) some famous Japanese poets from the Meiji through roughly the early Shōwa era. You will also write your own original English poems sometimes.
Let's play theatre games and do basic role plays in English. You will learn basic acting techniques, and discuss the style of classical and modern writers. At the end of semester, you will work in pairs to act out a short scene of 3 - 5 minutes, and the class will present these scenes to an audience (or online) as a mini theatre festival.
If you are interested you will also be able to learn directing, stage management, costume design, or any other skill you are interested in. Please discuss with the professor what your learning goals are for the course.
This course is designed to enhance oral communication skills (listening and speaking) through watching movies (online materials), and making your own movies in English. Students will get to practice their reading and writing skills, as well, by script reading and writing. We will watch video series
together to learn common phrases and expressions in context, then answer Q&A, and conduct discussions online. There are some phrases that have embedded meaning as well as literal meaning. For example, what does it mean by ‘Get out of here!’ when the speaker had the smiley yet surprised
expression on his face when he said it? Do you really need to get out of the room? Or did the speaker mean something else? These acts are called ‘indirect speech acts’ and students will learn by experiencing them and other types of discourse techniques via role plays. The focus will be placed on
learning by ‘speech act’ (such as ‘apology’ and ‘sarcasm’) but other patterns of pragmatic markers will be covered such as discourse markers, y’know within conversation.
Students will also study our original films (several skits made by English speaking SFC students) and compare their own skits with the model interactions. After learning useful expressions and phrases within context, students will be expected to develop their own scripts, and make their own movies in a group, utilizing what they learned in class. Attention should be paid to not only linguistic but also paralinguistic features such as tones as well as non-verbal ones (facial expressions, gestures, gazing, and body language). They are expected to learn autonomously online and in class interactively engaging with the instructor and the classmates in English.
Students on this course study a range of public policy issues, develop the ability to analyze these issues, provide solutions, hold extended discussions with classmates, and make academic presentations. We will widen students’ content knowledge in English on these issues while also working on the skill of openly exchanging ideas and opinions.
Learners will have the opportunity to explore and apply sustainability concepts in real life contexts. We will look especially at sustainability in the land environment of coastal communities.
In this class, you will read (in Japanese) and discuss (in English) some famous Japanese poets from the late Shōwa era and later. You will also write your own original English poems sometimes.
In this presentation class we examine different styles of presentations and look at various strategies and techniques that presenters use to persuade an audience. We study a range of examples from sales to TED style motivational presentations and students use these models to help them deliver media assisted presentations during the semester. Students choose their own topics. During the semester there are two group presentations and one individual presentation. At the end of the course, students should be able to give well structured, media assisted presentations in English in a variety of different styles.
This class is suitable for students who are preparing to enter corporate life after graduation. Students will be introduced to various important aspects of organizations and up-to-date, relevant business issues. In addition, there are ample opportunities to exercise critical thinking by doing case studies in small groups. Although this class falls under writing class category, students will be able to improve reading, speaking, and presenting skills as well. Each class consists of knowledge building through lecture and reading, discussion for case studies, and presentation of the solutions.
In this class you will listen to a variety of authentic content and answer questions about it. The materials' difficulty is relatively high, but you can work at your own pace. Examples of content: English songs, news and entertainment, fiction/non-fiction stories, etc. aimed at native speakers.
The goal of this course is to improve the ability of writing English in the formal register. Students will learn different ways to express themselves through writing exercises relating to both resumes and cover letters. Writing practice done in-class and for homework will allow students to strengthen their grammar, vocabulary, and overall English knowledge.
Academic Writing Foundations is designed to help students develop their academic writing skills by focusing on academic vocabulary development, editing, sentence structure, and paragraph creation. Through a series of writing assignments, students will practice using academic vocabulary in context, identifying and correcting common errors in grammar and sentence structure, and crafting coherent and meaningful paragraphs. The course will emphasize the development of critical thinking skills and the ability to organize ideas effectively.
“A book must be the axe for the frozen sea within us.” –Franz Kafka
Though Kafka was referring to the act of reading with this comment, I believe that this idea can be extended to the process of writing. I would like to help each student to use his/her own “axe” to strike against the “frozen sea” of his/her inner self. I am especially interested in guiding students to create works of experimental literature (writing that uses innovative techniques to produce highly unique and expressive material). The course will be conducted as a workshop, with students generating new artistic output in each class. Students will receive extensive feedback on their work, which they will incorporate into the practice of rewriting the piece for homework. We will read poetry and short stories, watch short videos, and view images that induce a literary response. Students will submit an anthology of the best writing they’ve done throughout the course as a final project.
The course is firmly based on the idea that language is a powerful reflection of cultural values, and therefore uses translation as a means to explore the workings and characteristics of our own language as well as those of English. Making use of subtitled/dubbed movies and TV shows as material, we will mainly work on Japanese to English translations. In every class, we will challenge ourselves with the task of creating our own "sub-channel" scripts or subtitles. It is an activity-based course in which students are expected to learn from practical experience and experimentation. Creativity, imagination, and humor will be highly appreciated. We will also be working towards a common goal- producing a dubbed ("fukikae") English version of a segment from a Japanese video of your choice in groups. In the beginning of the course we will work on English-language videos translating the subtitles or dubbed versions and "re-creating" the English scripts. After writing Japanese dub scripts for English videos for a few weeks, we finally move on to using Japanese materials to create the English versions.
In class, we will use short video segments and work on the translation in pairs or small groups. Class activities will basically follow the same procedure every week:
1. Watching the video segment
2. Translating and discussing in pairs or groups
3. Presenting the script and sharing each other's work
4. Comparing our versions with the original version
5. Discussing the work and material
In this course you will have a chance to learn about people in Japan who are doing good for Japan's future in terms of protecting the environment, building communities and setting up a viable business. You will also have a chance to discuss with students from foreign countries. You will learn, watch and hear about their daily lives and work.
“A book must be the axe for the frozen sea within us.” –Franz Kafka
Though Kafka was referring to the act of reading with this comment, I believe that this idea can be extended to the process of writing. I would like to help each student to use his/her own “axe” to strike against the “frozen sea” of his/her inner self. I am especially interested in guiding students to create works of experimental literature (writing that uses innovative techniques to produce highly unique and expressive material). The course will be conducted as a workshop, with students generating new artistic output in each class. Students will receive extensive feedback on their work, which they will incorporate into the practice of rewriting the piece for homework. We will read poetry and short stories, watch short videos, and view images that induce a literary response. Students will submit an anthology of the best writing they’ve done throughout the course as a final project.
Students focus on the relationship of art to society, politics, culture and history. We also examine the relationship of art, especially sculpture, to our immediate physical environment, which includes architecture, landscape and urban planning. Supported by survey lectures on Twentieth Century art and through workshops, students study concepts related to curating and commissioning such as site specificity and the role of public sculpture. Students use this knowledge to present projects about Art & Context during the semester with a special emphasis on Artists tackling Global Issues. Students develop the following English language skills: listening and note taking, reading, writing, seminar participation, debate and presentation. Students who intend to major in Art History, Architecture, Modern History, Philosophy, Design, Media, Urban Planning and Entrepreneurship etc. will especially benefit from this course. It is best suited to students who are comfortable taking instruction and participating in class in English.
This is a Level-C Project English course aimed at strengthening one’s ability to do research and make a report about. The two main language components of the course are reading and speaking. Students work on these target skills by researching and discussing issues as well as historical moments that have impacted the world in the last 50 years.
The course takes place on campus; and it is run in a form of an academic seminar. Discussions that follow individual presentations are an important part of this course. They also play a role in the overall grading.
This is a Level-C Project English course aimed at strengthening one’s ability to do research and make a report about. The two main language components of the course are reading and speaking. Students work on these target skills by researching and discussing issues as well as historical moments that have impacted the world in the last 50 years.
The course takes place on campus; and it is run in a form of an academic seminar. Discussions that follow individual presentations are an important part of this course. They also play a role in the overall grading.
This is a Level-C Project English course. Its main language components are reading and speaking. Students improve on these target skills through short projects of cross-cultural interest done either individually or in pairs. The course takes place on campus; and it is run in a form of an academic seminar.
Themes for class sessions’ activities are about ‘Life and Culture in Africa’. Lessons are designed to help students grasp the core of the African Way while working on the described target skills. Research assignments are presented in a form of summary speech reports.
This Level-C English course is about developing advanced communication skills. The course takes place on campus. Speaking and discussion are its main language components.
Students improve on the described target skills through carefully-designed speech practice projects on issues of Japan’s socio-cultural input to the world. Discussions that follow individual presentations play an important role in the overall grading.
This is a Level-C Project English course. Its main language components are reading and speaking. Students improve on these target skills through short projects of cross-cultural interest done either individually or in pairs. The course takes place on campus; and it is run in a form of an academic seminar.
Themes for class sessions’ activities are about ‘Life and Culture in Africa’. Lessons are designed to help students grasp the core of the African Way while working on the described target skills. Research assignments are presented in a form of summary speech reports.
This Level-C English course is about developing advanced communication skills. The course takes place on campus. Speaking and discussion are its main language components.
Students improve on the described target skills through carefully-designed speech practice projects on issues of Japan’s socio-cultural input to the world. Discussions that follow individual presentations play an important role in the overall grading.
Tabletop! Advanced Discussion using Role-Playing Games
This class uses Tabletop Role-Playing Games (RPGs) to simulate creative, collaborative, and advanced interactions in English. This class is designed to use narrative & collaborative story-telling in a game-like setting where students must use their listening, speaking, critical thinking, reading, and writing skills in English to (a) construct and participate in a group story with other users of English, (b) problem-solve and negotiate new and unique situations where language is the primary tool available, (c) explore the role of language and identity, and (d) critically evaluate strategies necessary for the completion of those tasks.
This class is designed for improving fluency and pragmatic skills in speaking and listening. Academic English is not the goal of the class, though there will be opportunities to engage in formal and complex interactions.
This class will be held on campus in the classroom and students are expected to come to class. Joining via Zoom or other remote access is not possible without a valid excuse (and even then it may not be possible).